كليدواژه :
فيليال تراپي , تعامل , مشكلات رفتاري , ناتواني هوشي
چكيده فارسي :
زمينه و هدف: آموزش برنامهٔ فيليال‌تراپي به والدين، تأثير درخورتوجهي بر نگرش آن‌ها دربارهٔ كودكان با ناتواني هوشي دارد؛ چراكه اين كودكان با مشكلات عمده‌اي در رفتار و تعامل با والدين مواجه هستند. پژوهش حاضر بهمنظور بررسي اثربخشي آموزش برنامهٔ فيليال‌تراپي بر تعامل مادر با كودك و مشكلات رفتاري كودكان با ناتواني هوشي انجام شد.
روش‌بررسي: پژوهش حاضر، مطالعه‌اي نيمه‌آزمايشي با طرح پيش‌آزمون، پس‌آزمون و گروه گواه بود. در اين پژوهش 24 نفر از مادران كودكان با ناتواني هوشي شركت داشتند كه به‌روش نمونه‌گيري تصادفي از دبستان‌هاي دخترانهٔ شهر اهواز در سال تحصيلي 98-1397 انتخاب شدند. آزمودني‌ها در دو گروه آزمايش و گواه قرار گرفتند؛ به‌نحوي‌كه هر گروه از دوازده نفر تشكيل شد. گروه آزمايش در ده جلسه به‌صورت هفته‌اي دو جلسه و هر جلسه شصت دقيقه در برنامهٔ فيليال‌تراپي شركت كرد؛ درحالي‌‌كه اين آموزش به گروه گواه ارائه نشد. مادران مقياس رابطهٔ والد-كودك (پيانتا، 1992) و پرسشنامهٔ مشكلات رفتاري-فرم والدين (راتر و همكاران، 1970) را در پيش‌آزمون و پس‌آزمون تكميل كردند. داده‌ها با استفاده از تحليل كوواريانس چندمتغيري در نسخهٔ 24 نرم‌افزار SPSS تجزيه‌و‌تحليل شد.
يافته‌ها: نتايج تحليل كوواريانس تك‌متغيري نشان داد كه آموزش برنامهٔ فيليال‌تراپي اثر مثبت و معناداري بر بهبود تعامل مادر با كودك با ناتواني هوشي دارد (0٫001>p)؛ همچنين نتايج بيانگر اثر معنادار آموزش برنامهٔ فيليال‌تراپي بر كاهش مشكلات رفتاري در اين كودكان است (0٫001>p).
نتيجه‌گيري: براساس يافته‌هاي اين پژوهش، آموزش برنامهٔ فيليال‌تراپي تعامل مادر با كودك و مشكلات رفتاري كودكان را بهبود بخشيد؛ بنابراين، برنامه‌ريزي بهمنظور استفاده از آموزش برنامهٔ فيليال‌تراپي براي مادران كودكان با ناتواني هوشي اهميت ويژه‌اي دارد.
چكيده لاتين :
Background & Objectives: Intellectual Disability (ID) is among the most frequent neurodevelopmental disorders and the common cause of children’s referral to psychologists and healthcare professionals. The birth and presence of a child with ID could considerably affect the family.
A child with ID may threaten all family members’ wellbeing and mental health. Adding to their behavioral problems, it seems that numerous children with ID also experience problems concerning interacting with their parents, siblings, and peers. Children with IDs develop a poor
relationship with their mothers. Besides, they encounter various behavioral problems and poor social relationships; accordingly, one of the
methods to improve their conditions could be applying filial therapy. The present study aimed to investigate the effects of filial family therapy
on the mother–child interactions and behavioral problems of children with ID.
Methods: This was a quasi–experimental study with a pretest–posttest and a control group design. The study participants included 24 mothers
of children with ID who were selected from elementary schools in the 2018–2019 academic year in Ahvaz City, Iran. The study subjects were
selected by random sampling method. The study subjects were randomly divided into the experimental and control groups (n=12 mothers/group).
The inclusion criteria of the study for the mothers were an age range of 31 to 43 years (minimum age of mothers was 31 years); the presence of
ID in the child; an Intelligence Quotient (IQ) of 55 to 70 for the child; the child’s attendance in public primary schools; mothers' desire to
participate in the research, and living with their spouses and children. The excluding criteria for the mothers included discontinuing cooperation
with the study; their non–simultaneous participation in similar intervention programs, and absence from more than one intervention session. The
experimental group participated in 12 filial therapy sessions (twice a week; each session lasted 60 minutes). This program was created by Abedi
et al. (2018) based on the introduced model per the opinion of Landreth and Bratton (2005). However, the control group received no intervention.
The study instruments used in the pretest and posttest phases were the Rutter Children's Behavior Questionnaire (Rutter et al., 1970) and the
Parent–Child Relationship Scale (Pianta, 1992). The one–way Analysis of Covariance (ANCOVA) was used in SPSS for analyzing the collected
data.
Results: The present study results suggested that filial therapy positively and significantly improved mother–child interactions and the aspects
of conflict, closeness, dependence (p<0.001), and reduced behavioral problems in the studied children with ID (p<0.001). Based on ETA squared
data, 59%, 65%, 63%, 64%, and 62% of the changes in conflict, closeness, dependence, mother–child interaction, and behavioral problems were
respectively due to the participation of experimental group subjects in the filial therapy program.
Conclusion: The present study results revealed that providing filial therapy could effectively improve mother–child interaction and reduce
behavioral problems in children with ID. Thus, it is recommended that filial therapy for the mothers of children with IDs receives serious attention.
